Handbook of moral motivation: Theories, models ... - Sense Publishers

MORAL MOTIVATION AND THE FOUR COMPONENT MODELmoral motivation component in the model as particularly incomplete. We wouldagree that moral motivation is probably the least structured of the componentsbut would point out that this lack of specificity was an accurate reflection of thefield. It was also a weakness that Rest readily acknowledged (Rest, 1983). In hisvarious descriptions of moral motivation, Rest noted that the field had little tooffer in the way of a well-articulated developmental model of moral motivation(Rest, 1986).A further difference between Rest’s approach and more contemporary models ofmoral motivation is perhaps more limiting. In framing his task to fill in the judgmentand action gap, Rest asks us to consider which psychological mechanisms lead to aspecific moral action. As mentioned above, his response to this question is the fourcomponent model . However, by focusing on the action level, this model does notelaborate on reasons that one might be the type of person for whom moral actionis prototypic or why another person characteristically prioritizes other non-moralconsiderations.That is, by focusing on the events leading to a particular action, Restdid not attend to the person-level factors that are associated with a more generalizedmoral motivation .When one compares Rest’s model with more contemporary descriptions ofmotivation that do focus on person level motivational characteristics, the differencein emphasis is apparent (e.g., Schunk & Zimmerman, 2005). In these more generalmodels of motivation, the focus is on the self’s evaluation of two main characteristics:Control beliefs—or the individual’s perception that the self is able to accomplishdesired outcomes given a set of circumstances; and, competency beliefs—defined aswhether the individual assumes that he/she has the means and abilities to accomplishdesired goals . As Schunk and Zimmerman (2005) make clear, all establishedmotivational models incorporate these two beliefs in some form. Rest’s model,by focusing on actions, does not emphasize a direct assessment of the individual’sperception of their own moral control and competency beliefs.By contrast, moral motivation , as defined by research traditions that focus on theperson, does provide evidence of the presence of control and competency beliefs.For instance, in the moral exemplar tradition (e.g., Colby & Damon, 1992; Rule& Bebeau, 2005; Frimer & Walker, 2009), one notes the finding that exemplarsdevelop highly effective strategies for implementing action plans. Similarly, thesestudies note that moral exemplars have a tendency toward optimism in which theindividual demonstrates confidence in his or her abilities to bounce back fromsetbacks and persevere. Indeed, much like the student who is academically orientedand has developed a sense of the abilities and strategies necessary to maintainsuperior performance, moral exemplars also show a pattern of attitudes and effectivestrategies that maintain an openness to moral experience , that serve to keep oneseeking new knowledge for implementing appropriate actions, and a faith in one’sability to succeed.These findings, derived from a focus on moral exemplars, suggest that Rest’sfour components ought to be considered as nested within models that prioritize51